פרופ' שמיר עדינה 77-834-01 הילד עם לקויי למידה- היבטים יישומיים

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שם ומספר הקורס:  הילד עם לקויי למידה- היבטים יישומיים

77-834-01

 

פרופ' עדינה שמיר

סוג הקורס: (שיעור)

שנת לימודים:    תשע"ה          סמסטר:          ב'         

 

 

 

ד. ביבליוגרפיה: (רשות)

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קליין, פ"ש (1985). ילד חכם יותר. רמת-גן: הוצאת אוניברסיטת בר-אילן. (000028899) (חינוך 155.4  קלי)

 

    

Bryant, D. P., Goodwin, M., Bryant, B. R., & Higgins, K. (2003). Vocabulary instruction for students with learning disabilities: A review of the research. Learning Disability Quarterly, 26, 117-128. (001105627)

Bryce, D., & Whitebread, D. (2012). The development of metacognitive skills: Evidence from observational analysis of young children’s behavior during problem-solving. Metacognition and Learning, 7, 197-217. (2389788)

de Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38, 105-134. (2389790)

Elbaum, B., Vaughn, S., Hughes, M., & Schumm, J. S. (2000). How reading outcomes of students with disabilities are related to instructional grouping. In R. Gersten, E. P. Schiller & S. Vaughn (Eds.), Contemporary special education research syntheses of the knowledge base on critical instructional issues (pp. 105-135). Mahwah, NJ: Erlbaum. (001066913)

Elbaum, B., Vaughn, S., Hughes, M., & Moody, S. W. (1999). Grouping practices and reading outcomes for students with disabilities. Exceptional Children, 65(3), 399-415. (001105626)

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34, 906-11. (001106909)

Fuchs, D., Fuchs, L. S., Mathes, P., & Simmons, D.C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. Educational Research Journal, 34(1), 174-206. (001105642)

Jenkins, J. R., & O’Connor, R. E. (2003). Cooperative learning for students with learning disabilities: Evidence from experiments, observations and interviews. In H. L. Swanson, K. R. Harris & S. Graham (Eds.), Handbook of learning disabilities (pp. 417- 430). New York: Guilford. (001066994)

Johnson, E. S., Humphrey, M., Mellard, D., Woods, K., & Swanson, H. L. (2010). Cognitive processing deficits and students with specific learning disabilities: A selective meta-analysis of the literature. Learning Disability Quarterly, 33, 3-18. (2389791)

Rawson, M. (2000). Learning to learn: More than a skill set. Studies in Higher Education, 25(2), 225-238. (001105628)

Schumaker, J. B., & Deshler, D. D. (2003). Can students with LD become competent writers? Learning Disability Quarterly, 26, 129-141. (001105636)

Shamir, A., Korat, O., & Shlaffer, I. (2011). The effect of activity with e-book on vocabulary and story comprehension: A comparison between kindergarteners at risk for LD and typically developing kindergarteners. European Journal of Special Needs Education, 26(3), 311-323. (001219211)

Shamir, A., & Lazerovitz, T. (2007). A peer mediation intervention for scaffolding self-regulated learning among children with learning disabilities. European Journal of Special Needs Education, 22, 255-273. (001124621)

Shamir, A., & Margalit, M. (Eds.). (2011). Technology and students with special educational needs: New opportunities and future directions. London: Routldge. (001219531) (חינוך 371.90246 TEC)

Shamir, A., Mevarech, R. Z., & Gida, C. (2009). The assessment of meta-cognition in different contexts: Individualized vs. peer-assisted learning. Metacognition and Learning, 4(1), 47-61. (001180775)

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Swanson, H. L., Harris, K. R., & Graham, S. (Eds.) (2003). Handbook of learning disabilities. New York: Guilford. (Memory- chapter 10 - 001100248; Arithmatic- chapter 12 - 2390047; Text structure- chapter 18 - 2390048; Writing- chapter 20 - 2390048; Cooperative learning- chapter 25 - 001066994)

Swanson, H. L., Hoskyn, M., & Lee, C. (1999). Interventions for students with learning disabilities: A meta-analysis of treatment outcomes. New York: Guilford. (001072724) (חינוך 371.926 SWA)

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